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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 435 Documents
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Islamic Education as Cultural Resilience: Malay Identity amid Religious Pluralism in Southern Thailand Umeirsyah Umeirsyah; Rosidin Rosidin; Siti Mutholingah; Mahammadaree Waeno
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36584

Abstract

This study examines the crucial role of Islamic education for the Malay community in Pattani, Southern Thailand, in safeguarding cultural identity amid the challenges of religious pluralism and national assimilation policies in daily practices. The study employs a qualitative approach with an interpretive case study design, collecting data through participatory observation, in-depth interviews and document analysis. The findings reveal that the dynamics of Islamic education are characterized by the implementation of a dual curriculum that combines the national curriculum with religious content, generating identity tensions among Muslim students. Cultural preservation is effectively carried out through traditional educational institutions such as pondok pesantren (Islamic boarding school) and “Malay schools,” which instill Malay values and use the local language as the medium of instruction. In addition, the values of multiculturalism and tolerance are deeply embedded in the learning process, for example, even though Santiwitya is an Islamic school, the curriculum still adapts the national compulsory curriculum in the form of general subjects which include examples of teachings from Buddhism. The novelty of this research lies in its holistic approach because this approach viewing Islamic education not only as a fortress of cultural preservation but also as an active agent in cultivating tolerance and serving as a bridge for dialogue. Theoretically, the study demonstrates that strong religiosity can coexist with inclusive attitudes, while practically it offers a model of community-based education as an effective strategy for cultural reconciliation and the preservation of minority identities.
Reconstructing Kahoot for Mahārah Istimā’ Evaluation in Arabic Language Learning: A Critical Review Ainun Nikmah; Aufa Rahma; Muhammad Jafar Shodiq
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42486

Abstract

The use of Kahoot in Arabic language learning is increasingly widespread, particularly in the Maharah Istimā’ evaluation activities. However, its implementation has not fully reflected the complexity of listening skill assessment because it remains largely oriented toward speed and accuracy in answering questions. This study aims to reconstruct the use of Kahoot so that it aligns with the authentic, contextual, and meaning-oriented principles of Maharah Istimā’s evaluation. This research employed a qualitative approach with a library research design through conceptual analysis of language evaluation theories and the characteristics of Kahoot as a digital learning medium. The literature was collected from scholarly indices in Google Scholar, ERIC, and Scopus-related databases published between 2019-2026. The findings indicate that the use of Kahoot in listening evaluation tends to reduce the listening process into answer-selection activities characterized by surface-level and non-contextual questions, thereby limiting the assessment of discourse comprehension and meaning interpretation. The study also found a mismatch between Kahoot-based evaluation practices and the principles of Arabic language evaluation, particularly in terms of authenticity, contextuality, and cognitive depth. Therefore, this study proposes a reconstruction through a shift toward meaning-oriented assessment, the application of contextual and cognitively engaging evaluation principles, and the repositioning of Kahoot as a pedagogical support tool rather than the primary orientation of evaluation. This study offers a conceptual framework for aligning gamified assessment tools with authentic listening evaluation principles in Arabic language pedagogy. The findings are expected to contribute to the development of more pedagogical and meaningful digital-based listening evaluation practices.
Interactive Videos in Islamic Religious Education: Analyzing Student Learning Experiences and Engagement at An Indonesia Junior High School Ilma Yulqowin; Isa Anshory
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42059

Abstract

The purpose of this study is to examine how students learn Islamic Religious Education using interactive video media at Junior High School 2 Purwantoro. The background of this study stems from the use of conventional teaching methods, which tend to be monotonous, and the ineffective utilization of digital technology, resulting in low student engagement. Although the school already possesses basic equipment such as projectors, previous IRE instruction still focused on static media, which made students less interested. With teachers and students at Junior High School 2 Purwantoro as the subjects, this qualitative study collected data through observation, in-depth interviews, and document analysis, which were analyzed using the Miles and Huberman interactive model. The findings indicate that the use of interactive video has a significant impact on students’ learning experiences across all domains. Cognitively, students reported a much more concrete understanding of Fiqh material, particularly regarding the visualization of worship procedures that were previously difficult to grasp through text alone. Affectively and psychomotorically, this medium enhances students’ emotional engagement and accuracy in simulating religious practices. This study also identified that school resource support is a key enabling factor, while technical constraints and time duration are limiting factors. These findings contribute theoretically to the development of a constructivist technology-based approach to Islamic Education and serve as a practical reference for educators in creating interactive, engaging, and effective digital learning environments.
The Follow the Line Method for Quran Memorisation: A Case Study of Grade 3 Students at An Indonesian Islamic Junior High School Burhanuddin Burhanuddin; Siti Rohimah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37167

Abstract

This study aims to describe the implementation and effectiveness of Quran memorization learning using the follow-the-line method for third-grade students at MTs Al-Mukmin. The research method used is a qualitative case study, using observation and in-depth interviews.semi-structured study of 13 third-grade Islamic Junior High School students who met the criteria, and documentation. The results showed that the implementation of Quran memorization learning using the "Follow the Line" method was structured through the stages of reading verses, bolding obscure letters, and reading together. This process helps students become more focused, consistent, and systematic in memorizing. In terms of effectiveness, this method has been proven to improve the quality of student memorization through visual-motor involvement, maintaining learning motivation through various methods, and optimizing the role of teachers as guides, motivators, and correctors. Furthermore, this method also contributes to the development of positive character traits in students, such as discipline, patience, thoroughness, and consistency. Thus, the "Follow the Line" method can be categorized as effective in improving Quran memorization learning and developing student character.
School-Based Education for Landslide Disaster Preparedness: A Systematic Review of Learning Processes, Outcomes, and Influencing Factors Fania Hafidza Dwitarachmi; Enok Maryani; Dina Siti Logayah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42508

Abstract

Disaster education provides significant opportunities to enhance students’ preparedness for disaster risks, particularly through school-based landslide education programs. However, previous studies have mainly examined learning processes, preparedness outcomes, or influencing factors separately, leaving limited integrative evidence regarding school-based landslide preparedness education. Therefore, this study addresses three main questions concerning: (1) the implementation of learning processes in school-based landslide education, (2) students’ preparedness outcomes, and (3) factors influencing program effectiveness. This study employed a PRISMA-compliant systematic literature review using the Scopus and Google Scholar databases. Literature searches were conducted using keywords related to school-based education, disaster preparedness, landslides, and students, covering publications from 2015–2025. From 522 identified studies, 21 articles met the inclusion criteria after screening and eligibility assessment. The findings indicate that school-based education improves students’ understanding of landslide risks, preparedness attitudes, risk awareness, and disaster response behavior through contextual and experiential learning approaches. Integrative learning processes, including STEAM-D approaches, disaster simulations, and field-based activities, were found to enhance students’ engagement and contextual understanding of disaster risks. Program effectiveness is influenced by curriculum integration, teacher capacity, environmental awareness, policy support, and resource availability. Despite its strong potential, challenges remain, including limited learning materials and insufficient institutional support. This study is among the first PRISMA-based systematic literature reviews to integrate learning processes, preparedness outcomes, and influencing factors in school-based landslide education.
From Echo to Expression: Learner Experiences with Shadowing Technique for English Speaking Development in an Indonesian EFL Context Khoirotun Nissak; Dzulfikri Dzulfikri
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37027

Abstract

The shadowing technique is becoming increasingly popular as a way to develop speaking abilities in EFL (English as a Foreign Language) contexts. However, a few studies have looked into participants' perspectives on how they feel and react to the technique during the learning process. This study seeks to evaluate a learner's experience using the shadowing technique to improve speaking fluency, as well as any challenges encountered during implementation. Using a qualitative case study methodology, data were gathered through a semi-structured interview with a single participant with C1 English competency and prior shadowing experience. Thematic analysis was used to examine the data. The research identified three major elements about the learner's experience: (1) Shadowing as a natural and enjoyable practice, (2) perceived increase in speaking intonation and fluency, and (3) independence and assimilation of learning practices. In terms of challenges, three themes emerged: (1) assisting in matching the pace and intonation of native speakers, (2) lack of confidence and anxiety in speaking, and (3) limited access to learning resources and feedback. These findings indicate that, while shadowing is a promising strategy for developing speaking abilities, its usefulness is dependent on participants' emotional readiness, the availability of feedback, and the adaptation of materials.
Evaluating An Islamic-Based Parenting Program to Foster Parental Awareness As 'Madrasah Ula' (First School): A CSE-UCLA Model Study at Assakinah Early Childhood Education Center Rizwatul Hasanah; Budi Murtiyasa; Sri Sutarni
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41568

Abstract

This study aims to evaluate the implementation of the parenting program at Assakiinah Early Childhood Education (ECE) Center in enhancing parents’ awareness of their role as the “madrasah ula” (a child’s first school). The study employs the CSE-UCLA evaluation model using a qualitative with scoring data apporch. Data collection techniques were conducted through observation, interviews, documentation, and program assessment instruments involving parents, informants, and the organizing committee. The research results indicate that the parenting program is highly relevant to the needs of Muslim parents. The context evaluation revealed institutional commitment and clear program objectives. The input evaluation showed the availability of adequate human resources and facilities, although further development of parenting modules and educational media is still needed. The process evaluation indicates that program implementation is systematic, with active parental participation and the consistent integration of Islamic values. The product evaluation shows increased parental awareness, reflected in changes in parenting styles and improved cooperation between home and school. Thus, the parenting program at ECE Assakiinah is deemed effective in enhancing parents’ awareness of their role as the “first school” and contributes positively to the quality of ECE.
Assessment Techniques for Arabic Speaking Skills (Maharah Kalam) in Non-Formal Education: A Case Study of Aidina Ocean Classroom Course Mhd Ibnu Hanan Al Faruqi; Surya Hidayat; Hadri Hadri; Moh Taufikurrahman
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36817

Abstract

This study aims to describe the evaluation techniques applied in Arabic learning activities on the aspect of speaking skills in the Aidina Ocean classroom. Evaluation is an important component of the language learning process because it functions as a tool to measure student achievement and evaluate the effectiveness of teaching methods. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consisted of Aidina class teachers and active students. This research contributes to uncovering the evaluation techniques used in learning speech skills. Through a qualitative descriptive approach, the researcher describes in detail the form, process, and main contribution of this study is to present empirical data on non-formal evaluation practices that are rarely raised in the context of Arabic language courses outside formal educational institutions. The results of the study showed that the evaluation technique used had two stages of evaluation, namely evaluation activities in the classroom and outside the classroom. Evaluation in class is an oral exam from the book of Kalimatul Af'al Al Yaumiah and the book of Kalimatul Asma' Al-Yaumiyah which consists of daily evaluation, weekly evaluation and monthly evaluation. Meanwhile, outside the classroom, there was an Arabic drama performance and an evaluation with a psychological approach to students carried out by the supervisor dormitory companion.
Contextual Arabic Vocabulary Learning Through Meaningful Pedagogical Approach: A Case Study at SD IT Alam Talago, Indonesia Titi Fitri; Beri Nopriansyah; Nilna Aldzakhiroh; Neli Asmaniah; Azizah Rahmah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41548

Abstract

This study describes the implementation of Arabic vocabulary instruction using a meaningful pedagogical approach at SD IT Alam Talago, Indonesia, emphasizing connections to real-life experiences and active student involvement. Using a qualitative descriptive case study method, the research involved one Arabic teacher and 28 fifth-grade students selected through purposive sampling. Data were collected over one month via observation, interviews, and documentation, then analyzed using the Miles and Huberman model (data reduction, presentation, and conclusion drawing), with validity ensured through triangulation and member checking. Findings indicate that lesson plans were designed based on student characteristics, contextual themes, and environmental learning resources. Instruction employed Total Physical Response (TPR), Communicative Language Teaching (CLT), and Inquiry-Based Learning, encouraging active engagement in vocabulary use, enabling most students to understand and use vocabulary in simple contexts. Evaluation was conducted continuously through pre-tests, formative assessments, and post-tests covering comprehension, usage, pronunciation, and engagement. Overall, Arabic vocabulary instruction using this approach demonstrates a more contextual and student-centered learning process, although outcomes still depend on individual student circumstances and characteristics.
Religious Moderation as Paradigm for Development of Islamic Education at Pondok Pesantren Al-Ikhlas Addary DDI Takkalasi, Barru Muhammad Suryadi R; Hannani Hannani; Muzakkir Muzakkir; Muhammad Saleh; Buhaerah Buhaerah
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.37102

Abstract

This study explores the implementation of religious moderation as a paradigm for developing Islamic education at Pondok Pesantren Al-Ikhlas Addary DDI Takkalasi, Barru Regency. Using a qualitative phenomenological approach, the research involved kyai, teachers, and students through in-depth interviews, observations, and document analysis. The findings reveal that values of moderation—such as balance (tawazun), tolerance (tasamuh), justice (ta‘adul), and proportionality (i‘tidal)—are systematically integrated into the curriculum, institutional culture, and character formation. The pesantren applies a reflective-dialogical learning model in which teachers guide students to interpret Islamic teachings contextually within social realities. The kyai’s moral example functions as a “hidden curriculum” that strengthens students’ moral awareness and social responsibility. Moreover, the pesantren’s inclusive culture fosters solidarity and empathy among students of diverse backgrounds. Religious moderation has thus evolved from a normative concept into an educational paradigm guiding curriculum design, institutional management, and character education. This paradigm reflects a holistic and integrative model of Islamic education that harmonizes spiritual, intellectual, and social dimensions. It not only preserves Islamic tradition but also responds to contemporary challenges of pluralism, nationalism, and modernization. The study concludes that religious moderation serves as a constructive paradigm for developing a reflective, humanistic, and civilized generation in Islamic boarding schools.

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